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In an effort to better understand leadership educator preparation, this qualitative study explores leadership educators’ identity constructions, or (re)presentations of experiences, beliefs, and practices that contribute to one’s professional identity. We used three narrative approaches (storytelling, symbolic interactionism, and anticipatory reflection) to capture short stories of leadership educators’ lived experiences and life perspectives. Analysis of these narratives illustrate the kinds of past experiences that led to shifts in thinking or practice. Leadership education was seen as a process of leadership development, with teachers and students both exercising leadership. And participants’ reflection on their intentions for future practice emphasize learning that is both personal (relational) and procedural (developing knowledge and skills). Findings offer insight into recommendations for intentional professional development experiences and future research.

This research explores the various ways in which performative inquiry was implemented in a graduate organizational theories course within an educational leadership cohort at a medium- sized urban Canadian research university. Drawing on Fink’s framework for significant learning experiences, the researchers used performative inquiry to enact the “Practice” and “Reflection” domains of his pedagogical model. The data show that as the course unfolded, the class experienced a shift from instructor-centered transmission of information to a curriculum co- constructed by students and instructors. We conclude with ways in which educational leadership professors can incorporate performative inquiry as a teaching strategy to enhance the learning process for aspiring educational leaders.

Learner-centered education faces many challenges when introduced to university centers where faculty socialization into subject-centered teaching is the dominant ethos. Three warning metaphors drawn from the literature of J K Rowling are used to illuminate challenges associated with learner-centered education. The first metaphor focuses attention on ways in which institutional structures in disciplinary education are frequently altered confronting faculty and students with organizational turbulence. The second metaphor warns that individual learners easily distracted from family and personal career goals. The final metaphor highlights ways in which learning – to be of value to students – requires personal ownership and fit.

The use of film language in management is an interesting method to understand the concept of leadership in the internal and external contexts of organizations, by means of metaphors. Thus, the objective of this study was to analyze the metaphors of leadership in a movie.

This was a qualitative research, which used the strategy of film analysis and content analysis (Bardin, 2016). Data were collected by scene decoupage, registered in an observation protocol. In the field of management, there is a growing interest in film analysis for understanding organizations, from inside and outside, by using dynamic methodologies.

The use of metaphors in film analysis made it possible to interpret concepts, for a better understanding of organizations. The identified leaders, despite adopting different attitudes at work, reach a common goal, with gains for the community.

This article also contributes to reflect on the teaching–learning process of management research through different methodological dimensions.

O uso da linguagem fílmica na administração se apresenta como um método interessante para entender o conceito de liderança nos contextos interno e externo das organizações, por meio das metáforas. Assim, o objetivo deste estudo foi analisar as metáforas de liderança existentes em um filme. Trata-se de uma pesquisa qualitativa, com uso da estratégia de análise fílmica e análise de conteúdo (Bardin, 2006). Os dados foram coletados por meio da decupagem das cenas, registradas em protocolo de observação. No campo da administração, percebe-se que existe um crescente interesse na análise fílmica para compreender as organizações, de maneira interna e externa, com metodologias dinâmicas. O uso de metáforas na análise do filme possibilitou interpretar conceitos para melhor compreender as organizações. As lideranças identificadas, apesar de adotarem posturas diferentes no processo de trabalho, chegam a um objetivo comum, com ganhos para a coletividade. Esse artigo também contribui para pensar em processo de ensino-aprendizagem da pesquisa na administração em diferentes dimensões metodológicas.

This study used a visual research approach to investigate how small business (SB) entrepreneurs in Nigeria, a low-income country, perceive digital transformation (DT). The study aims to improve and broaden the understanding of DT by uncovering its metaphors. Making metaphorical sense of DT will increase its knowledge among populations who are unfamiliar with digital technology concepts, as well as communicating and collaborating with them to develop future research and strategies on the subject of DT. This study is significant because scholars have paid little attention to social imaginations of DT depicted through metaphors, more so when considered from a worldview of SBs in low-income countries.

The uniqueness of the research objective motivated the use of social theory to frame the research approach, and picture-elicitation techniques to drive data collection through in-depth interviews with 17 SB entrepreneurs and business owners in Nigeria. Data were analyzed using a content analysis procedure known as metaphor analysis.

The study revealed three metaphors of DT: a drama, a war and a pregnant elephant. A triangulation of the metaphors with English lexicon, extant literature and interview excerpts supported the war and drama perceptions of DT but opposed “DT as a pregnant elephant.”

It argued that the social perception of DT can improve the sustainable, purposeful and successful execution of DT strategies for SB DT. As a result, this study pushes the boundaries of DT, particularly for SB entrepreneurs in low-income countries.

Metaphors pervade our daily lives, not only in our language and communications, but also in how we think and act; as such, they can play an important role in understanding and implementing DT, a concept that has received little attention in the SB settings.

This is one of the first empirical studies to figuratively explain DT and its implications for literature and practice in SB entrepreneurship and information systems domains.

This study aims at investigating the impact of using Lego Serious Play (LSP) on the effectiveness of teaching supply chain (SC) 4.0 in higher education by going from a traditional 2D approach to a 3D one. LSP in this study is explored as a gamification pedagogical approach that taps into the connection between hands and brain to inspire and engage students to build 3D models using metaphors and storytelling.

An empirical study was conducted among 50 students (over two terms) who were enrolled in a SC 4.0 course and used LSP in their final project that focused on digital SC design. Two questionnaires were designed (one after the standard LSP workshop and the other upon completion of the project) to solicit feedback with respect to how LSP helped students to better understand SC 4.0 topics and fulfill their project. The results were analyzed using Bloom’s taxonomy as well as other pedagogical framework to understand the positive impact of LSP at the cognitive, motivation and social levels.

Results showed that using LSP can enhance the teaching of various SC principles and technologies beyond the abstract point of view (2D) through offering the students an opportunity to apply these principles and technologies in a futuristic project using a hands-on 3D approach. The LSP approach demonstrated its ability to help students navigate through both lower order thinking skills (LOTS) and higher order thinking skills (HOTS) in a meaningful and playful manner. Finally, improving the design skills for students was clear using LSP as it unleashes imagination and taps into internal knowledge together with collective inputs.

The reliance on one case study can be a limitation regarding the generalization of the proposed results. This limitation is attenuated by the representativeness of the case study analyzed. Furthermore, the presented work should encourage future analyses as well as expanding the implementation of LSP to other SC 4.0 teaching contexts and applications.

This paper contributes to the very few literatures regarding using gamification in SC education and specifically how LSP methodology can be adopted in teaching SCM 4.0.

Student transitions from secondary to tertiary education have attracted global attention as universities and colleges of higher education seek to improve student retention. Over the course of one academic year, I documented the transitional experiences of first-year male Emirati students at a college of higher education in a rural location of the United Arab Emirates (UAE). In this paper I describe four categories of cultural border crossing experiences – smooth, managed, difficult, and impossible – with easier and smoother crossing experiences associated with close congruency (related to the students’ self-perceived attitude and scholastic preparedness as broadly reflected in their competence in their second language, English) between the predominantly Arabic life-world associated with Emirati families and government schooling and the dominant Western/English language culture in institutes of higher education. Additionally, I describe and evaluate students’ cultural border crossing experiences with some Foundation program faculty, finding that those teachers who developed a classroom culture based on Kleinfeld’s (1975) notion of ‘warm demandingness’ and caring rapport-building appeared to have the most positive impact upon the students. Implications from this research have the potential to positively impact both the student and faculty classroom experience in the Gulf tertiary classroom, in addition to improving overall student retention rates.

This chapter looks at the discursive dimension of the working environment in research and higher education organizations; more specifically at neoliberal managerial discourse and at how it participates in shaping the way researchers, teachers and support staff perceive themselves and their experiences. It is based on a multiple case study and combines an intersectional and a socio-clinical approach. The empirical data is constituted by in-depth interviews with women conducted in Ireland and Chile, and includes some observations made in France. A thematic analysis of individual narratives of self-ascribed experiences of being bullied enables to look behind the veil drawn by managerial discourse, thus providing insights into power vectors and power domains contributing to workplace violence. It also shows that workplace bullying may reinforce identification to undervalued social categories. This contribution argues that neoliberal managerial discourse, by encouraging social representations of “neutral” individuals at work, or else celebrating their “diversity,” conceals power relations rooting on different social categories. This process influences one’s perception of one’s experience and its verbalization. At the same time, feeling assigned to one or more of undervalued social category can raise the perception of being bullied or discriminated against. While research has shown that only a minority of incidents of bullying and discrimination are reported within organizations, this contribution suggests that acknowledging the multiplicity and superposition of categories and their influence in shaping power relations could help secure a more collective and caring approach, and thus foster a safer work culture and atmosphere in research organizations.

Mind mapping can be a pedagogical tool that helps students brainstorm how to organize information in a way that incorporates creative and active learning, as well as critical thinking. In this article, we describe the application of using mind maps in an undergraduate course focused on teaching leadership theory as an effort to help students think more holistically about how theories intersect with their lives. The assignment description, rubric, and details of the application are provided. Examples of ways students have organized their maps to integrate theories into their lives (e.g., based on themselves, organizations, or metaphors) are also included. Through this practice, we found that mind mapping leadership concepts to areas of students’ lives develop their ability to describe how leadership theories operate holistically in their life, rather than limiting their understanding to one or two popular theories. We recommend leadership educators consider mind mapping as a pedagogical tool to teach theories and other content that require understanding in a broader context.

This study examines the perspectives of adjunct (short-term contract) faculty teaching at offshore branch campuses in Dubai, United Arab Emirates. The rise of the global adjunct labor class and the expansion of universities to overseas markets in the form of branch campuses are just two examples of the extension of neoliberal and consumerist ideology to higher education. While the problems of implementing corporate-style practice and policy in higher education is much critiqued in the literature, this research centers on the intersection of the two issues just mentioned. The primary motivations for undertaking this study were to explore a) branch campus adjuncts’ perceptions of being connected to their university community, and b) the possible impact of their labor conditions on pedagogical conditions. Five adjuncts from four separate branch campuses were interviewed, and the semi-structured interviews analyzed using a critical discourse analysis approach. The findings revealed that the adjuncts often felt isolated from their branch campus and considered themselves to be carrying out the educational mission of the home campus despite having no contractual relationship with the home campus. I argue that the working conditions of the adjuncts have a negative impact on teaching experience and, to a degree, on pedagogy. A more formalized employment relationship between branch campus adjuncts and the home campus is recommended, as well as the provision of professional development and research engagement opportunities for adjuncts.

ﺗﺑﺣ ث ھذه اﻟ د ر ا ﺳ ﺔ ﻓ ﻲ وﺟ ﮭﺎ ت ﻧ ظ ر اﻟ ﻣد ر ﺳ ﯾ ن اﻟ ﻣﻠ ﺣ ﻘﯾ ن ﻓ ﻲ ﻓ ر وع اﻟ ﺟ ﺎ ﻣﻌﺎ ت ﻓ ﻲ دﺑﻲ ، اﻹﻣﺎ را ت اﻟ ﻌرﺑﯾﺔ اﻟ ﻣﺗ ﺣدة. إ ن ﺻ ﻌود اﻟ طﺑﻘﺔ اﻟﻌﺎ ﻣﻠ ﺔ اﻟﻌﺎﻟ ﻣﯾ ﺔ اﻟﻣﻠ ﺣ ﻘﺔ و ﺗ و ﺳ ﻊ اﻟﺟ ﺎ ﻣﻌﺎ ت إﻟﻰ ا ﻷ ﺳ و ا ق اﻟﺧ ﺎ ر ﺟ ﯾ ﺔ ﻓ ﻲ ﺷ ﻛ ل ﻓ ر و ع ﺟ ﺎ ﻣﻌﯾ ﺔ ﻟﯾ ﺳ ت ﺳ و ى ﻣﺛﺎﻟﯾ ن ﻋ ﻠ ﻰ ا ﻣﺗدا د ا ﻹ ﯾدﯾ و ﻟ و ﺟ ﯾ ﺔ اﻟ ﻧﯾ و ﻟﯾﺑ ر اﻟﯾ ﺔ و ا ﻻ ﺳ ﺗ ﮭ ﻼ ﻛﯾ ﺔ إﻟ ﻰ اﻟﺗ ﻌﻠﯾم اﻟ ﻌﺎﻟ ﻲ. ﻋﻠ ﻰ اﻟ رﻏم ﻣ ن أ ن ﻣ ﺷﻛﻠ ﺔ ﺗ طﺑﯾ ق ﻣﻣﺎ رﺳﺎ ت وﺳﯾﺎ ﺳﺎ ت اﻟﻧ ﻣ ط اﻟﺗ ﺟﺎ ر ي ﻓ ﻲ اﻟﺗ ﻌﻠﯾم اﻟ ﻌﺎﻟ ﻲ ﻗد ﺗ ﻌر ﺿ ت ﻟﻧﻘد ﻛﺑﯾ ر ﻓ ﻲ اﻷدﺑﯾﺎ ت، ﻓﺈن ھذا اﻟﺑ ﺣ ث ﯾ رﻛز ﻋ ﻠ ﻰ ﺗﻘﺎط ﻊ اﻟ ﻣﺛﺎﻟﯾ ن اﻟ ﻣو ﺻ وﻓﯾ ن . ﻛﺎﻧ ت اﻟ دواﻓ ﻊ اﻟ رﺋﯾ ﺳ ﯾ ﺔ ﻹ ﺟ را ء ھذه اﻟد ر ا ﺳ ﺔ ھ ﻲ ا ﺳ ﺗ ﻛ ﺷ ﺎ ف 1 ( ﻣﻔﺎ ھﯾم ﻣﻠ ﺣﻘ ﻲ ﻓ روع اﻟﺟ ﺎ ﻣﻌﺎ ت ﻟ ﻛوﻧﮭم ﻣرﺗ ﺑ طﯾ ن ﺑ ﻣ ﺟﺗ ﻣﻊ اﻟﺟ ﺎ ﻣﻌﺔ؛ 2 ( ﻣﺎ ﺗﺄﺛﯾ ر ظرو ف ﻋﻣﻠ ﮭم ﻋﻠ ﻰ اﻟظ ر و ف اﻟ ﺗ ر ﺑ و ﯾ ﺔ. ﻟ ﺟ ﻣﻊ اﻟ ﺑﯾﺎﻧﺎ ت ، أﺟرﯾ ت ﻣﻘﺎﺑ ﻼت ﻣﻊ ﺧﻣ ﺳﺔ ﻣدرﺳﯾ ن ﻣﻠ ﺣﻘﯾ ن ﻣ ن أ رﺑ ﻌﺔ ﻓ روع ﺟﺎ ﻣﻌﯾ ﺔ ﻣﻧﻔ ﺻ ﻠ ﺔ. ﺗم ﺗ ﺣﻠﯾ ل اﻟ ﻣﻘﺎﺑ ﻼ ت ﺷﺑ ﮫ اﻟ ﻣﻧ ظﻣﺔ ﺑﺎﺳﺗ ﺧدام ﻣﻧﮭ ﺞ ﺗ ﺣﻠﯾ ل اﻟ ﺧطﺎ ب اﻟﻧﻘد ي. وﻛ ﺷﻔ ت اﻟﻧﺗﺎﺋ ﺞ أ ن اﻟ ﻣﻠ ﺣﻘﯾ ن ﻏﺎ ﻟ ﺑًﺎ ﻣ ﺎ ﺷ ﻌ ر و ا ﺑ ﺎ ﻟ ﻌ ز ﻟ ﺔ ﻋ ن ﺣ ر ﻣ ﮭ م ا ﻟ ﺟ ﺎ ﻣ ﻌ ﻲ وا ﻋﺗﺑ روا أﻧﻔ ﺳﮭم ﯾﻧﻔذون اﻟ ﻣﮭﻣﺔ اﻟﺗ ﻌﻠﯾ ﻣﯾ ﺔ ﻟﻠ ﺣرم اﻟ ﺟﺎ ﻣﻌ ﻲ اﻟ ﻣ ﺣﻠ ﻲ رﻏم ﻋدم وﺟود ﻋﻼﻗﺔ ﺗ ﻌﺎﻗدﯾ ﺔ ﻟ ﮭم دا ﺧل اﻟ ﺣرم اﻟ ﺟﺎ ﻣﻌ ﻲ. أﻧﺎ أ زﻋم أن ظرو ف ﻋﻣ ل اﻟ ﻣﻠ ﺣﻘﯾ ن ﻟ ﮭﺎ ﺗﺄﺛﯾ ر ﺳﻠﺑ ﻲ ﻋﻠ ﻰ ﻣﻣﺎ رﺳﺔ اﻟﺗد رﯾ س . ﺗ و ﺻ ﻲ اﻟ د را ﺳﺔ ﺑ ﺧﻠ ق ﻋﻼﻗﺔ ﺗ و ظﯾ ف أ ﻛﺛ ر رﺳﻣﯾﺔ ﺑﯾ ن اﻟ ﻣﻠ ﺣﻘﯾ ن ﻓ ﻲ اﻟﺣ ر م اﻟﺟ ﺎ ﻣﻌ ﻲ اﻟﻔ ر ﻋ ﻲ و اﻟﺣ ر م اﻟ ﺟ ﺎ ﻣﻌ ﻲ اﻟدا ﺧ ﻠ ﻲ ، ﺑﺎﻹ ﺿ ﺎﻓﺔ إﻟ ﻰ ﺗ وﻓﯾ ر ﻓ ر ص اﻟﺗ ط وﯾ ر اﻟ ﻣﮭﻧ ﻲ واﻟﺑ ﺣ ث ﻟﻠ ﻣ ﺷ ﺎ ر ﻛﺔ ﻟﻠ ﻣد ر ﺳ ﯾ ن اﻟ ﻣﻠ ﺣ ﻘﯾ ن .